A Methodological Study of the Torrance Tests of Creativity

Lissitz, Robert W.; Willhoft, Joseph L.

doi:10.1111/j.1745-3984.1985.tb01044.x

Cited by 64 publications

(44 citation statements)

References 12 publications

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“…These types of informal field trip venues can help increase student interest and motivation (Behrendt and Franklin 2014). Our exploratory study did not directly measure changes in creativity at the individual level (e.g., using Torrance Tests of creativity, Lissitz and Willhoft 1985), but simply promoted the formation of novel ideas through associative thinking with students from diverse backgrounds and disciplines. This represents one strategy to nurture students' creative insights by promoting peer-peer learning across science and art disciplines (Gurnon et al 2013).…”

Section: Discussionmentioning

confidence: 99%

Integrated science and art education for creative climate change communication

Jacobson¹,

Seavey²,

Mueller³

2016

E&S

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ABSTRACT. An interdisciplinary field trip to a remote marine lab joined graduate students from fine arts and natural resource science departments to think creatively about the topic of climate change and science communication. We followed a learning cycle framework to allow the students to explore marine ecosystems and participate in scientific lectures, group discussions, and an artist-led project making abstract collages representing climate change processes. Students subsequently worked in small groups to develop environmental communication material for public visitors. We assessed the learning activity and the communication product using pre-and post-field trip participant surveys, focus group discussions, and critiques by art and communication experts of the products. Significant changes in knowledge about climate change occurred in program participants. Incorporating artists and the arts into this activity helped engage multiple senses and emphasized social interaction, as well as providing support to participants to think creatively. The production of art helped to encourage peer learning and normalize the different views among participants in communicating about climate change impacts. Students created effective communication products based on external reviews. Disciplinary differences in cultures, language, and standards challenged participating faculty, yet unanticipated outcomes such as potentially transformative learning and improved teacher evaluations resulted.

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Section: Discussionmentioning

confidence: 99%

Integrated science and art education for creative climate change communication

Jacobson¹,

Seavey²,

Mueller³

2016

E&S

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“…The Torrance Tests of Creative Thinking (TTCT) is the most widely used (Colangelo & Davis, 1997) and the most referenced of all creativity tests (Lissitz & Willhoft, 1985;Kim, 2006Kim, & 2011Almeida, Prieto, Ferrando, Oliveira, & Ferrándiz, 2008;Krumm, Lemos, & Filippetti, 2014). It is based on Guilford's hypothesis (Guilford, 1967), and measures the divergent thinking factors of fluency, flexibility, elaboration and originality.…”

Section: Methodsmentioning

confidence: 99%

The Effect of the Accounting and Business Curriculums on Creativity

Cheng

Chien

Wang

2016

JCT

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This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and business curriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects are accounting and business administration students in Taiwan, where these two curriculums are similar to their counterparts in the U.S.A. The test scores were analyzed with MANOVA and meta-analysis. The results show that the accounting curriculum has not been as effective as the business administration curriculum with respect to both verbal and figurative creativity. These results indicate that in today's dynamic and competitive business environment, the accounting curriculum needs to be redesigned in a variety of aspects regarding creative thinking and problem solving to meet the challenge.

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“…It remains one of the most widely used and studied creativity tests today (Davis, 1997;Kim, 2006;Lissitz & Willhoft, 1985;Swartz, 1988;Treffinger, 1985). The TTCT: Figural (Form A) consists of three activities: picture completion, picture construction, and repeated figures of lines.…”

Section: Instrumentmentioning

confidence: 99%

Culture and Creativity

Hondzel¹,

Gulliksen

2015

Sage Open

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Creativity and divergent thinking are components of learning in childhood that often go unmeasured in favor of standardized subject assessments. To better understand the ways in which creativity develops and is related to environmental and crosscultural factors, this study reports on the scores obtained by 8-year-old students living in differently sized communities in Norway and Canada measured using the Torrance Test of Creative Thinking (TTCT). Results of multivariate analyses indicate statistically significant differences between Norwegian and Canadian children on several Torrance Test subscales as well as surprising relationships between the size of the community in which the children lived and the scores they obtained. Results and discussion are framed in reference to the ways in which culture and communities potentially shape the development of divergent thinking skills and open up questions about the ways in which social environments can influence the development of creativity in childhood.

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A Methodological Study of the Torrance Tests of Creativity

Cited by 64 publications

References 12 publications

Integrated science and art education for creative climate change communication

Integrated science and art education for creative climate change communication

The Effect of the Accounting and Business Curriculums on Creativity

Culture and Creativity

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